Facilitating Effective Digital Game-Based Learning Behaviors and Learning Performances of Students Based on a Collaborative Knowledge Construction Strategy

Autor/inn/en	Sung, Han-Yu; Hwang, Gwo-Jen
Titel	Facilitating Effective Digital Game-Based Learning Behaviors and Learning Performances of Students Based on a Collaborative Knowledge Construction Strategy
Quelle	In: Interactive Learning Environments, 26 (2018) 1, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1283334
Schlagwörter	Educational Technology; Technology Uses in Education; Computer Games; Teaching Methods; Educational Games; Cooperative Learning; Student Behavior; Group Dynamics; Problem Solving; Foreign Countries; Grade 6; Elementary School Students; Science Instruction; Natural Sciences; Pretests Posttests; Questionnaires; Knowledge Level; Likert Scales; Coding; Self Efficacy; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer game; Computerspiel; Computerspiele; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Kooperatives Lernen; Student behaviour; Schülerverhalten; Gruppendynamik; Problemlösen; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaften; Fragebogen; Wissensbasis; Likert-Skala; Codierung; Programmierung; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse
Abstract	Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational computer game to facilitate students' knowledge sharing and organizing during the game-based learning process. An experiment was conducted to examine the students' learning behavioral patterns, group efficacy, and problem-solving awareness. The experimental results revealed that the proposed approach improved the students' learning achievements and awareness of problem-solving. Moreover, from the analysis of the students' behavior sequences, it was found that, with the collaborative knowledge construction mechanism, the students revealed significantly more aggressive learning behavioral patterns, such as "comparing and observing the learning targets" and "seeking clues and answers" during the gaming process. This implies that integrating the collaborative knowledge construction mechanism into the gaming process has great potential for helping students effectively learn and organize knowledge as well as fostering their awareness of applying the acquired knowledge to dealing with problems. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01